INDG 107.3 - Centre for Continuing and Distance Education

Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class
Syllabus does not match the print Course Guide or online class information, the Class Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Introduction to Native Studies
COURSE CODE:
INDG 107.3
TERM:
Summer 2015
COURSE CREDITS:
3
DELIVERY:
Online
COURSE SECTION:
W02
START DATE:
June 25, 2015
END DATE:
August 11, 2015
Course Description
This course aims to develop students’ critical reading, writing, and thinking skills and provide the
background necessary for advanced Native Studies courses. Through course lectures and seminar
discussions this course presents an overview of Aboriginal society across Saskatchewan and
Canada by linking processes of the past with contemporary issues.
Course Objectives
By the end of this course, students should be able to:
•
•
•
Demonstrate ability for critical thinking and writing skills as well as ability to undertake
university-level writing and research in the discipline of Native Studies.
Demonstrate a greater awareness and understanding of the societies, history, culture, and
experiences of local Aboriginal peoples as well as Aboriginal peoples in Canada.
Demonstrate a greater awareness and understanding of the process and impact of
colonization and its impact upon the relationship between Aboriginal peoples and nonAboriginal peoples in Canada.
Course Overview
This course begins with foundational concepts, which include basic terms and definitions, the
model of colonization, and some general demographic profiles of Aboriginal peoples. There is then
an introduction to Aboriginal societies and cultures, which is followed by an examination of the
early relationship with newcomers. Following the model of colonization, we continue to look at the
June 17, 2015 ck jm jt ck pk em
INDG 107.3 – Introduction to Native Studies
developing relationship between Aboriginal peoples and non-Aboriginal peoples from early 19th
century to present. In this way, much of the historical content provides foundational context for
contemporary issues and events. The last section focuses on the contemporary era, and while the
impact of colonization is also accounted for, we also examine issues concerning the strength and
revitalization of Aboriginal peoples and cultures.
About Your Instructor
Profile
My name is Liz Mooney. I received my formal
education at the University of Saskatchewan. In
1997, I graduated with an Honours Degree in Arts
and Science, where my major was Native Studies
(as a mature student). In 2007 I earned a Master’s
Degree in Education also from the U of S. The
focus of my Master’s Thesis and my teaching area
is cross-cultural and anti-racist/anti-oppressive
education. I was a Sessional Lecturer at the U of S
for several years where I taught for the Department
of Native Studies and the College of Education. I
currently live in Fort Smith, Northwest Territories,
where I am an Instructor for the Bachelor of
Education Program with Aurora College. Aurora
College partners with the U of S and our students
earn their B. Ed through the U of S as well. I have
two grown daughters and four grandchildren
ranging in age from 5 to 16. I am looking forward to
working with you and getting to know you during
this class.
Contact Information
The most appropriate way to contact me is via the email tool in Blackboard. Please remember
that this email is exclusive to this class. As a general guideline, you can expect email responses
within a 24- to 48-hour time frame (often – it is much sooner – however, emails over the holidays or
weekends are usually returned on the next school day at some point). Nevertheless, if you have a
particularly urgent concern – I also accept phone calls (and you may call collect). While I may not
always be immediately available by phone – we can also set up a “phone appointment” to discuss
any issues of concern. I have voice-mail so please leave a message and I will return your call. My
cell # is 867.872.0578. Please do not hesitate to contact me – your calls and emails are welcome
and expected!
You should also be aware that I will post any necessary changes to class schedule or other
relevant information via announcements in Blackboard. It is very important to check in the class
site on a regular basis for these announcements.
Page 2 of 19
INDG 107.3 – Introduction to Native Studies
Required Resources
Readings/Textbooks
Belanger, Yale. Ways of Knowing: An Introduction to Native Studies in Canada, 2d Ed. Toronto,
ON: Nelson Education Ltd., 2014 (ISBN: 9780176508630).
Textbooks are available from the University of Saskatchewan Bookstore:
http://www.usask.ca/consumer_services/bookstore/textbooks
Seminar Readings Available Online through the Library Website
To download the articles, search the library’s search engine by the title of the journal and select
that online version of the journal (there are specific instructions under Course Materials tab). You
can access the online journals from off-campus locations, but you will need to enter your NSID and
password.
Recommended Textbooks
Finnbogason, Jack and Al Valleau. A Canadian Writer’s Pocket Guide, 5th Ed. Toronto, ON:
Nelson Education, 2014.
You may also purchase an older edition. This Writing Guide is an excellent source for essay writing
tips and suggestions. It also includes a section on Chicago Style of Referencing for those students
who are not familiar with this style (which must be used for all Native Studies essays).
The pocket guide is available from the University bookstore.
Class Schedule
Week
Module
1 - June 25-July 3
1 - Introduction to Canadian Native Studies - Begin
2 - July 6-July 10
2 - July 6-July 10
Complete Module 1
2 - Local and National Aboriginal Peoples
3 - Expressions of Culture and Early Relationships
3 - July 13-July 16
4 - Nation to Nation Relations
4 - July 13-July 16
5 - Colonial Relations
July 17-20, 2015
U of S Summer Break; no evaluations due
5 - July 21-July 24
6 - Early 20th Century Relations
5 - July 21-July 24
7 - History of Political Activism and 20th Century Govt. Policy Framework
Page 3 of 19
INDG 107.3 – Introduction to Native Studies
Week
Module
6 - July 27-July 31
8 - Membership Code of Indian Act and Gender Issues
6 - July 27- July 31
9 - Supreme Court, Aboriginal Rights and Land Claims
7 - Aug 3-Aug 7
10 -Self Government
7 - Aug 3-Aug 7
11 – Health and Justice
8 - Aug 10-Aug 14
12 – Urbanization and Revitalization
Note: If for any reason the Class Syllabus Reading List does not match the Module Reading List,
the Class Syllabus shall be taken as correct.
Grading Scheme
ASSIGNMENT
Value
Due Date
Essay 1 – Critical Review
15%
July 16
Discussion
Evaluations/participation (total 4)
20%
Ongoing
Essay 2: Research Paper
25%
Aug 4
5%
Aug 10
Cultural Event Write-up
Plan to attend an event as soon
as possible
Final Exam (2 Components)
Info to follow as the term
progresses
Total
35%
Aug 14, 2015
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and assessment
of student learning can be found at: http://policies.usask.ca/policies/academic-affairs/academiccourses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing these
aspirations by students, instructors and the institution. A copy of the Learning Charter can be found
at: http://policies.usask.ca/documents/LearningCharter.pdf
Page 4 of 19
INDG 107.3 – Introduction to Native Studies
Evaluation Components
Ongoing Assignments: Seminar Readings – Evaluations and Discussions
Value:
20% of final grade
Due Date:
As Scheduled Below
Purpose:
The purpose of these assignments is to enhance the learning material, foster critical
awareness and academic thinking within the discipline of Native Studies. The first component
which includes a short written evaluation of assigned readings is to help students develop the
ability to identify key academic components within scholarly writing (for example – thesis
statements, main points, significance of material). The second component involves online
discussion which is designed to foster dialogue and discussion around the assigned material (or
related topics arising from such material) within a more student-directed environment.
Description: There are a total of four Seminar Readings each worth 5% which each require a
short one-page evaluation of the assigned article and then participation in an online discussion
forum.
Part I: Evaluations: Each reading requires a short one-page evaluation which should clearly
indicate that you have read and understood the assigned material. Each evaluation requires you to
identify the main argument (thesis), to list the main points (in point form), and to comment on the
significance of the article in general. You will be provided with a sample evaluation on the
Assignments menu. These evaluations are not accepted after the posted due dates for any reason
and if they are not submitted, a grade of 0 is recorded. The four evaluations are worth ¼ of the
20% assigned to this component (1 mark each - 5 marks total). These will be graded, marked and
returned after every discussion.
Part II: Discussions: Online discussions begin by 9:00 am on the day following evaluation
submissions. The discussions will be available for five days (including Saturday) so you can
participate at any point as your schedule allows. You will be placed into a discussion group and will
participate in that group only.
To receive full grades, participate often. Participation is based on meaningful commentary as
defined by Grade Categories listed below. Generally, meaningful commentary is defined as
postings which demonstrate understanding and/or insight about the assigned article and/or the
ability to stimulate additional discussion. While there are no set maximum postings, at least 4
quality postings (as described above) would be required to generate the potential for full marks
here (although 4 postings does not guarantee full marks – see grading criteria below). Your
participation in the four online discussions is worth ¾ of the 20% This component operates the
same as the face-to-face seminars where the grading is cumulative and provided at the end
of the term as one overall mark (which will then be added to evaluation totals for an overall
grade out of 20%)
Page 5 of 19
INDG 107.3 – Introduction to Native Studies
Grading Criteria for assessing meaningful participation will be as follows:
A- to A+: Contribute frequently and appropriately; demonstrate critical understanding of assigned
reading; apply relevant material from readings and discussions to the issue; build on the comments
of others; make integrative statements;
B- to B+: Contribute regularly; demonstrate understanding of main points of reading; occasionally
employs relevant materials from readings and discussions to the issue; offers observations but
does not integrate or build on the contributions of other students;
C- to C+: Contribute a few times; demonstrate having read assigned material; employed some
theory in understanding issues; made statements unconnected to main subject or repeated
comments already offered;
D: included some participation but contributed minimally to discussion; little demonstration of
having read or carefully read assignment; offered comments which did not advance discussion of
the issues.
Seminar 1: Evaluation Due: Monday July 6 by 11:55 pm (no late submissions accepted)
Online Discussion will be open: Tuesday July 7: 9:00 am – Saturday July 11 by 6:00 pm (no
late submissions accepted)
Reading:
Miller, J.R. “’Victoria’s Red Children: The “Great White Queen Mother” and Native-Newcomer
Relations in Canada." Native Studies Review 17, no. 1 (2008): 1–23.
(Please search Library for this article which is available online – step-by-step instructions under
Course Materials.)
Seminar 2: Evaluation Due Monday July 13 by 11:55 pm (no late submissions accepted)
Online Discussion will be open Tuesday July 14: 9:00 am – Saturday July 18: 6:00 pm (no late
submissions accepted)
Reading:
Office of the Treaty Commissioner. “The Five Treaties in Saskatchewan: A Historical Overview.”
In Expressions in Canadian Native Studies, edited by Ron Laliberte, et al. 232-264.
Saskatoon: University of Saskatchewan Extension Press, 2000.
(This article is available in hard copy in library or online via the following link; it is the second article
in the Office of the Treaty Commissioner Report called We Are All Treaty People: Statement of
Treaty Issues: http://www.otc.ca/education/we-are-all-treaty-people/the-statement-of-treaty-issues
PDF version is also included on “Class Assignments” Seminar 2 Assignment page.)
Page 6 of 19
INDG 107.3 – Introduction to Native Studies
Seminar 3: Evaluation Due: Monday July 27 by 11:55 pm (no late submissions accepted)
Online Discussion will be open Tuesday July 28: 9:00 am – ends Saturday Aug 1 by 6:00 pm
(no late submissions accepted)
Reading:
McCoy, Ted. “Legal Ideology in the Aftermath of Rebellion: The Convicted First
Nations Participants, 1885.” Histoire Sociale/Social History 42, no. 83 (Mai-May, 2009):
175-201.
(Please search Library for this article which is available online – step-by-step instructions under
Course Materials – begin on Library home page by searching Electronic Journal with name
“Histoire Sociale”.)
Seminar 4: Evaluation Due Tuesday August 4 by 11:55 pm (no late submissions accepted)
Online Discussion will be open Wednesday Aug 5: 9:00 am – ends Saturday August 8 by
6:00 pm (no late submissions accepted)
Reading:
MacKay, Gail. “A Reading of Eekwol’s “Apprentice to the Mystery” as an Expression of Cree
Youth’s Cultural Role and Responsibility.” American Indian Culture and Research
Journal 34, no. 2 (2010): 47-65.
(Please search Library for this article which is available online.) Before completing evaluation,
Watch Video “Too Sick,” Length: 4:17, at http://www.youtube.com/watch?v=0XuYikRUl7g
Assignment 1: Essay One - Critical Review [for writing assistance, please see
Writing Assistance section below]
Value:
15% of final grade
Due Date:
July 16 – by 11:55 pm [review late policy for essays]:
Purpose:
The purpose of this assignment is to foster critical academic thinking and writing
within the discipline of Native Studies.
Description: This is a critical review essay, which will be based on the following article:
Kubik, W., Bourassa, V., Hampton, M. (2009). “Stolen Sisters, Second Class Citizens, Poor
Health: the Legacy of Colonization in Canada,” Humanity and Society 31, 18-34.
Essay Requirements
As a first-year paper, this assignment requires students to write a formal academic critique that
clearly outlines the main issues raised by the author in the assigned article. A formal essay
includes the following requirements: 1) do not refer to yourself in the first person (nor to “you” in
second person), 2) do not use contractions, 3) do not use informal or colloquial language,
Page 7 of 19
INDG 107.3 – Introduction to Native Studies
4) ensure you have formal essay structure with relevant Introduction, Thesis Statement, Body and
Conclusion.
Students are required to begin their critique with an introduction of the article under review (and the
general nature of the article). Your thesis statement which includes your position on the author’s
work should also be within the introduction.
The body of the paper should then begin with a brief summary of the article and should describe
the main points raised by the author. This section is then to be followed up with a discussion and
analysis of the strengths and/or weaknesses of the author’s work (as summarized in your thesis
statement). Remember to evaluate the author’s work in this section. Also, be sure to keep in mind
that you are not writing an essay on the issues – you are critiquing the author’s essay. The critique
must be based on points of scholarly merit (avoid informal assessments such as “… does a great
job of presenting his material”; also avoid popular style critiques, which are more concerned with
the impact of material on the ‘reader’). Scholarly critiques are not concerned with the reader
specifically; the academic merit of the work is the focus here.
If you have never written an academic critique before - you may wish to consult the
following recommended guidelines upon which to base your assessment of the article:
1. University of Toronto general critical review guideline available online at:
http://www.writing.utoronto.ca/advice/specific-types-of-writing/book-review
http://www.writing.utoronto.ca/advice/reading-and-researching/critical-reading
Very Important: The above is an excellent guide; however, your own conclusion should
reiterate your primary argument and summarize the main points you made in support of it.
2. Tough, Frank. “Guide to Critical Reading: Analyzing Journal Articles.” In Expressions in
Canadian Native Studies, edited by Ron Laliberte, et al. 232-264. Saskatoon:
University of Saskatchewan Extension Press, 2000.
(This very short article is available on the class site under “Course Materials”.)
This assignment must be 3 pages minimum – 5 pages maximum double-spaced in standard
12 size font (Times Roman) only, with “normal” margins of 1” on all sides, top and bottom. Avoid
extra wide spacing between paragraphs. Very important: Length requirement does not include
cover page, bibliography or footnote spacing. This is a very short essay and penalties apply to nonadherence to length requirements.
Please ensure all pages are numbered (the first one does not have to be). Sub-headings are not
required.
Please submit a cover page with appropriate title, class name, your name, student number,
instructor name, and date submitted.
All Native Studies essays require the use of Chicago Style referencing. Therefore, both endnotes
(or footnotes) and a separate bibliography page are required. [FYI: Endnotes and footnotes are the
Page 8 of 19
INDG 107.3 – Introduction to Native Studies
same thing – the only difference is that if you use footnotes, they are placed at the bottom of every
page. If you chose to use endnotes – they are placed at the end before the bibliography.] Be sure
to provide required references (even though a single article is used here) throughout [the summary
portion does not have to be referenced unless you are using direct quotes].
Important: All assignments must be submitted as a Single Document in Microsoft Word
format only.
In addition to the U of S grading descriptors referred to above under Grading Scheme, additional
specifics that will also be assessed against this same framework as part of a formal grading rubric
included with your returned assignment, include the following:
1. adherence to essay format, required length, structure and listed components
2. development of academically sound thesis statement appropriate to critical assessment of
assigned work
3. development of effective sentence and paragraph structure/ effective use and integration of
quotes/grammar and syntax
4. development of logical ideas presented in a well organized fashion
5. correct referencing and use of Chicago Style of Referencing
6. Please see Late Policy under “Additional Class Information” in this Syllabus.
[Copy of actual Grading Rubric can be found on assignment submission page – go to “Class
Assignments” tab on Blackboard Class menu, then scroll to this assignment.]
Additional Information
For additional help with this assignment, please go to assignments tab on Course Page where you
will find the same information as noted above as well as additional attachments which provide a
more in depth outline of an actual critical review (this also provides a glimpse of what Chicago Style
should look like in practical format).
Assignment 2: Research Paper [for writing assistance, please see Writing Assistance
section below]
Value:
25% of final grade
Due Date:
August 4 by 11:55 pm
Purpose:
The purpose of this assignment is to foster ongoing development of practical
knowledge as well as research and writing skills in the discipline of Native Studies.
Description: This is a research paper with a choice of FOUR topics. There is one mandatory
assigned article for each topic. This assignment is NOT a critical review, so the mandatory
Page 9 of 19
INDG 107.3 – Introduction to Native Studies
article should not be the PRIMARY focus of your paper, nor should it be introduced
separately in your introduction (rather, it should be used in the same manner as the other
sources you obtain in your research).
YOU MAY CHOOSE ONE OF THE FOLLOWING FOUR ESSAY TOPICS ONLY:
Essay Choice 1: Examining Potential for Meaningful “Reconciliation” via the Indian
Residential Schools Settlement Agreement (Primarily the Truth and Reconciliation
Commission).
Konstantin Petoukhov, “Recognition, Redistribution, and Representation: Assessing the
Transformative Potential of Reparations for the Indian Residential Schools Experience,”
McGill Sociological Review Vol. 3 (2013): 73–91.
Using the above article as one of your 5 required sources, discuss the IRSSA (but you should
focus more directly on the Truth and Reconciliation Commission overall) and examine its potential
for meaningful/significant reconciliation overall. While you may provide some brief background of
Indian Residential Schools, your main focus should be on the IRSSA. [Note: You may find it
helpful to first review the original recommendations of the 1996 RCAP report – available in
electronic format.]
Essay Choice 2: The Use of Indigenous Mascots
Ellen Staurowsky, “You know, We Are All Indian: Exploring White Power and Privilege in Reactions
to the NCAA Native American Mascot Policy,” Journal of Sport and Social Issues 31, no. 1
(2007): 61-76.
Using the above article as one of your 5 required sources, discuss the controversy about the use of
Indigenous mascots. For this paper, you will be required to present a position which argues against
the continued use of these mascots. It is up to you to develop a specific argument in this regard.
The above article provides one aspect of such an argument but be sure to expand your framework
beyond this idea alone. Additionally, it is also critical that you present the other side to this
argument.
Essay Choice 3: Trial of Louis Riel
Paul Groarke, “The Trial and Execution of Louis Riel: Defending My Country the Northwest,”
Canadian Journal of Native Studies 33, no. 2 (2013): 1-28.
Using the above article as one of your 5 required sources, discuss the merits of the trial of Louis
Riel. Is there in fact a strong argument that the verdict in this trial should be legally re-considered?
Research Essay Requirements
This assignment requires students to write a formal academic essay with a well-developed thesis
statement, a body of logical arguments (main points) to support it. A formal conclusion, which
restates your argument and sums up the main points made in your paper is also required. As with
Page 10 of 19
INDG 107.3 – Introduction to Native Studies
all formal essays, avoid direct reference to yourself, avoid the use of contractions and avoid
colloquial language.
A minimum of five sources must be used including at least one book. Other sources must qualify
as credible academic sources (i.e., journal articles). No Wikipedia, encyclopedias, dictionary
sources or news articles/magazines will count as an official source. At least two sources must have
been published in 2007 or after. Any online sources must be credible academic sources (this
means there is a listed author and credible academic references provided in the work).
Most government publications can be considered as credible sources; however, no more than one
such source may be used here.
Any “news” types of sources may be used as supplementary material only - but they do not count
toward one of the 5 required academic sources, for example CBC news items, Maclean’s, etc.
Your essay should be an analysis of the research you have gathered, not a description or
recounting of the sources. Parts of your research may be cited or quoted to support your analysis.
Remember to reference any works that you borrow ideas or quotes from.
This assignment must be 6 pages minimum – 8 pages maximum, double-spaced in standard
12 size font (Times Roman) only, with “Normal” margins of 1” on all sides. Avoid any extra wide
spacing between paragraphs. Very important: Length requirement does NOT include cover page,
bibliography or footnote spacing.
Please ensure all pages are numbered (the first one does not have to be). Sub-headings are not
required.
Please submit a cover page is required with an appropriate title, class name, your name, student
number, instructor name, and date submitted.
All Native Studies essays require the use of Chicago Style referencing. Therefore, both endnotes
(and footnotes) and a separate bibliography page is required. If you are unfamiliar with Chicago
Style, be sure to consult the recommended Style Guide (or one approved by instructor)
All assignments must be submitted as a single document in Microsoft Word format only.
Page 11 of 19
INDG 107.3 – Introduction to Native Studies
In addition to the U of S grading descriptors referred to above under Grading Scheme for the
class, additional specifics that will also be assessed against this same framework [as part of a
formal grading rubric included with your returned assignment], include the following:
1. adherence to essay format, required length, structure and listed components,
2. development of academically sound thesis statement appropriate to topic chosen
3. development of effective sentence and paragraph structure/ effective use and integration of
quotes/grammar and syntax
4. development of logical ideas presented in a well organized fashion [effective transitions/flow]
5. correct use of required sources, referencing and use of Chicago Style of Referencing
6. Please see Late Policy under “Additional Class Information”
[A copy of the actual Grading Rubric can be found on the Submission page for this assignment - go
to “Class Assignments” tab on Blackboard Class Menu bar, then scroll to this assignment.]
Assignment: Cultural Component
Value:
5% of final grade: Begin planning to attend an event as soon as possible.
Due Date:
August 10 latest
Description: Students are required to attend an Aboriginal cultural event, such as a Pow Wow,
Round Dance, Sweat, etc. (if in doubt, contact instructor). Students should take a few notes –
either at the event or shortly afterwards. At any point during the class – but by 11:55 pm
August 10 or sooner if you wish, students are required to submit a 1 ½ (min) to 2 page (max)
reflective review of this event. You should begin by providing relevant information such as the
date, location and notable details of the event’s structure. You should also include your
observations about peoples’ interactions and/or any cultural significance or meaning of the event
which is discernible to you. Finally, you should be sure to link this event in some way to any course
material you have taken to date.
This assignment does not follow formal essay requirements so there is no thesis, etc. required.
Students may also use first person (I saw …/ I attended …, etc.) in this assignment. However,
effective sentence structure, proper grammar, punctuation and syntax, will remain important
expectations [same spacing, margins, font as other papers].
Additionally, you will also be graded on your ability to make insightful observations about the
event and/or to link any relevant aspects to course material in a meaningful way.
Final Exam
Value:
35% of final grade
Date:
August 14, 2015
Purpose:
exam.
The exam will be comprehensive in nature – all materials may be covered by the
Page 12 of 19
INDG 107.3 – Introduction to Native Studies
Description: The exam will have three sections:
1. Definitions
2. Multiple Choice
3. Long Essay question.
The exam will be written in a two-part format. The definitions and multiple choice will be written
online. Your instructor will provide further instructions.
ADDITIONAL INFORMATION
Submission of Written Work
Written assignments are to be submitted via Blackboard by listed times on due dates.
Students take full responsibility for submission of papers through Blackboard. Submitting incorrect
assignment means that no credit will be given for the assignment due – or that appropriate late
penalty will apply.
Once you have received a confirmation of submission, you can expect that your paper has
been received by the instructor. These confirmations also allow us to trace your submissions.
Any papers submitted after the listed time on due date will be considered late and subject to late
penalties.
Late Assignments
With the exception of Reading Evaluations (which are not accepted late for any reason)
assignments not submitted by the due date are considered late and will automatically be penalized
2% per day (including weekends). Late assignments without an approved extension will only be
accepted to a maximum of 5 days after the due date. Assignments submitted after this time will not
be given a passing grade but will be recorded as completed.
Extensions to due dates will only be considered in the case of illness (if supported by a medical
certificate) or for serious compassionate reasons. Note: Heavy workloads or the requirements
of other courses cannot be accepted as grounds for extensions.
Must Complete
It is the policy of the Department of Native Studies that ALL essays must be completed by the last
day of class in order to qualify for a passing grade if eligible.
Writing Conventions
This class uses the Chicago style (footnote/endnote) of referencing; all written work must be
referenced in this manner.
Writing Assistance
Students are strongly advised to consult with the CCDE Writing Centre - Quality writing help for
free! Page 13 of 19
INDG 107.3 – Introduction to Native Studies
Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery)
administered by the CCDE can use this free service. The Writing Centre provides tools and support
to help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified
tutor will assess your work and offer advice to improve your project. Contact the CCDE Writing
Centre at http://www.ccde.usask.ca/writing In addition to the CCDE Writing Centre, a second option is the University Learning Centre Free, one-to-one writing help is available in the drop-in centre, Murray 142 (Main Library) Hours
can be found here: www.usask.ca/ulc/writing No appointment is necessary. Online and drop-in
writing help can be received at any stage of the writing process.
Reconsideration of Assessments
Requests for the reconsideration of assignments will be considered based only on cogent reasons
why an assignment grade should be reconsidered (and with consideration of the University of
Saskatchewan Grading Guidelines). Formal request for such appeals should be submitted within
five days of the marked assignment being returned.
Deferred Exams
It is the student’s responsibility to apply for a deferred exam. All applications must be made in
writing and accompanied by supporting documentation. Applications for a deferment of an exam
must be submitted to the College in which you are registered within three days of the exam in
question. For additional information consult University Council regulations on examinations (found
in the University Calendar and available online).
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly
encouraged to register with Disability Services for Students (DSS). In order to access DSS
programs and supports, you must follow DSS policy and procedures. If you suspect you may have
a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].
Integrity Defined (from the Office of the University Secretary)
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practice – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic
Conduct. More information is available at
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
Page 14 of 19
INDG 107.3 – Introduction to Native Studies
Module Objectives
Module 1 Introduction to Canadian Native Studies
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain the factors that gave rise to the development of Native Studies as a discipline.
Discuss “challenges” faced by Native Studies as an academic discipline.
Identify and discuss “credibility” issues for Native Studies as an academic discipline.
Define Native Studies within the context of an academic discipline, including its most
“unique” aspect.
Identify the three groups of Aboriginal peoples.
Define terms used to describe Aboriginal people.
Differentiate between status vs non-status and treaty vs status Indian.
Explain 5 stages of the colonial encounter.
Describe the characteristics of the 5 stages of colonial encounter.
Module 2 Local and National Aboriginal Peoples
1. List the 5 groups of Aboriginal people who occupied Saskatchewan at time of contact and
also provide a brief explanation of their origins.
2. List the common terms for each group and any self-ascribed terms.
3. Provide a brief explanation of Métis ethnogenesis.
4. Recognize the former terms for Métis peoples (and their meaning).
5. Recall the number of First Nations in Saskatchewan today.
6. Briefly discuss the basis of extensive cultural diversity for Aboriginal populations in Canada.
7. List the seven Culture Areas of Canada and place the Saskatchewan Groups into the
correct areas.
8. Correctly identify the general population demographics for Aboriginal population nationally
(including status numbers) and provincially (Saskatchewan only).
9. Correctly identify the population trends in terms of median age differences in national
populations (non-Aboriginal vs Aboriginal) and provincial (Saskatchewan only) populations
(non-Aboriginal vs Aboriginal).
10. Recall urbanization stats for Aboriginal population.
Module 3 Expressions of Culture and Newcomer Relationships
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Explain the concept of “family” for First Nations peoples.
Define the main characteristics or understanding of a “band.”
Explain the basis for inclusion as part of one’s kinship circle (who/what qualifies?).
Name 3 examples of culturally defined patterns of interaction based on kinship principles
(hint: animals?).
Discuss the concept of Bimaadiziwin as an aspect of Saulteaux worldview.
Discuss the purpose and practice of a Sundance.
Explain the basic aspects of Midwewin Society.
Recognize the basic aspects of key practices such as “sweat lodge ceremonies.”
Explain why First Nations were well positioned to become valuable partners in fur trade.
Explain the political motives for French trade practices.
Recall the 5 benefits of the Charter given to the Hudson’s Bay Company.
Describe First Nations’ consumer demands .
Describe overall impact of trade for First Nations.
Describe overall impact of trade for European and Canadian interests.
Page 15 of 19
INDG 107.3 – Introduction to Native Studies
Module 4 Nation-to-Nation Relations
1. Explain the historical context behind the creation of Red River colony.
2. Recall and discuss the three factors that helped to solidify the Métis sense of nationalism at
Red River.
3. Recall and describe the type of governing “presence” in Red River and the reasons such a
structure existed.
4. Explain why the Métis formed a provisional government in 1869.
5. Explain why the Métis agreed to the Manitoba Act.
6. Explain why so few Métis ended up with actual land.
7. Provide definition of Treaty.
8. Explain the significance of the Royal Proclamation.
9. Explain the precedents set by the Robinson Treaties.
10. Explain the beneficiaries of Treaty and the nature of provisions accruing to each party.
11. Discuss the motives and perspectives of each party in the treaty relationship.
12. Discuss the two major land concerns of the Métis in the Northwest.
13. Discuss/recall the general aspects of Riel’s trial, his reason for firing his lawyers, and the
date of his execution.
Module 5 Colonial Relations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Recall the date of the official Indian Act.
Identify the 6 main components of the Act.
Define and discuss the concept of Enfranchisement.
Identify specific areas of cultural/social, economic and political suppression resulting from
the Act.
Discuss the background, implementation and outcome of Pass System.
Discuss the background, implementation and outcome of Peasant Farming Policy.
Discuss nature of First Nations resistance to oppressive features of legislative and policy
enactments.
Discuss main factors leading to adoption of residential school policy.
Discuss half-day system.
Name and discuss two general reasons for failure of residential school mandate.
Discuss areas of impact related to residential school legacies in areas related to culture,
education, and abuse.
Recall the provinces/territories in which residential schools operated (as well as (general
dates of operation).
Discuss the nature of Indian resistance to the schools.
Describe the four main components of the Indian Residential school agreement settlement.
Module 6 Early 20th Century Relations
1.
2.
3.
4.
5.
6.
7.
8.
Discuss the challenges faced by Métis in terms of land ownership.
Discuss the challenges faced by Métis in terms of subsistence and education.
Explain how the CCF government farm policy was used to assimilate the Metis.
Discuss the reasons for “failure” of Métis farms.
Cite official numbers of war effort participation by Aboriginal people.
Discuss why official numbers do not reflect accurate rates of participation.
Cite 4 reasons for enlistment by Aboriginal peoples.
Discuss diverse areas of contributions.
Page 16 of 19
INDG 107.3 – Introduction to Native Studies
9.
10.
11.
12.
13.
Discuss the heroism of Tommy Prince.
Discuss provisions and administration of Dependents Allowance for First Nations.
Discuss inequities of Veteran Lands Act.
Discuss role of First Nations veterans in political activism.
Discuss the 2002 settlement offered to veterans and why Bill C-358 would be more
acceptable.
Module 7 History of Political Activism and 20th Century Government Policy Framework
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Discuss the 5 major obstacles to effective political organizing.
Discuss the background and outcome of the Royal Commission of 1912.
Discuss the background, outcome and impact of the 1927 Joint Commission.
Trace the background organizations which eventually led to development of the
organization known today as FSIN.
Discuss the contribution of Louis O’Soup in the growth of political organizations.
Name the four national Aboriginal political organizations which exist today.
Counter the argument that returning veterans were the spark to First Nations political
organizing.
Discuss the context and substance of Hawthorne Report and White Paper.
Compare the role of cultural biases in Hawthorne Report and White Paper.
Discuss similarities and differences between Hawthorn Report and White Paper.
Module 8 Gender Issues
1. Discuss the Supreme Court’s reasoning for ruling against the Lavell and Bedard Cases in
relation to Section 12 (1) (b) of the Indian Act.
2. Discuss the basis of the 1981 ruling by the United Nations Human Rights Commission.
3. Explain the reasons for objections by First Nations leadership to Indian Act amendments.
4. Explain the “Edmonton Consensus” and its significance.
5. Discuss the provisions of “Bill-C31.”
6. Discuss/identify 3 areas of concern with Section 6 of the amended Indian Act.
7. Explain why the McIvor case was considered a “Charter challenge.”
8. Recall the disproportionate statistics related to educational levels for older age groupings of
Aboriginal and non-Aboriginal women.
9. Recall the wage gap between Aboriginal and non-Aboriginal women with incomes.
10. Recall the gap between Aboriginal and non-Aboriginal women with regard to Low Income
cut-off measures.
11. Identify 3 reasons for on-reserve housing shortages as well as 3 areas of concern related to
on-reserve housing.
12. Explain why there is also a high demand for off-reserve housing.
13. Recall the disproportionate rates of domestic violence experienced by Aboriginal and nonAboriginal women.
14. Recall the disproportionate rates of spousal homicide between Aboriginal and nonAboriginal women.
15. Recall the disproportionate rates of HIV/AIDS between Aboriginal and non-Aboriginal
women.
16. Provide a brief explanation of the links between colonization and the marginalization of
Aboriginal women.
17. Explain what is meant by “gendered racism” and be able to offer two examples of how it
may affect Aboriginal women.
Page 17 of 19
INDG 107.3 – Introduction to Native Studies
Module 9 Aboriginal Rights and the Courts
1. Define the concept of Aboriginal Rights.
2. Explain the difference between the concept of Aboriginal Rights and the popular expression
of “special rights.”
3. Discuss the (3) factors which pressured the federal government to revisit its position on
Aboriginal rights.
4. Recall the parties and year of final decision in the St. Catherine’s Milling Case and discuss
the ruling and the significance of the decision.
5. Recall the parties and year of final decision in the Calder Case and discuss the ruling and
the significance of the decision.
6. Recall the parties and year of final decision in the Guerin Case and discuss the ruling and
the significance of the decision.
7. Recall the parties and year of final decision in the Sparrow Case and discuss the ruling and
the significance of the decision.
Module 10 Land Claims and Self Government
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Define and explain the terms “comprehensive” and “specific” claims.
Explain the substance and significance of the Baker Lake Case.
Explain the significance of the James Bay and Northern Quebec agreement.
Identify the general components of a modern land claim.
Explain the substance and significance of Delgamuukw Decision.
Explain the criticism of the 1991 Indian Claims Commission.
Explain a TLE claim.
Explain the general merits of the “equity” formula for TLE.
Explain the benefits of a TLE agreement for non-First Nations public.
Recall the provisions of Section 35 (1) of Constitution Act.
Discuss the findings of the Penner Report and the impact of these findings.
Discuss the findings of the Neilson Report, First Nations’ response to these findings and the
government reaction in turn.
13. Discuss First Nations’ perspective on Meech Lake Accord and the outcome of their actions.
14. Discuss the outcome of the Charlottetown Accord and comment on its significance.
15. Explain the current “inherent rights” policy approach to self-government.
Module 11 Health and Justice
1. Discuss the differences between the conventional bio-medical perspective of health and
Aboriginal perspectives of health.
2. Recall three types of healers among Aboriginal peoples.
3. Define “virgin soil” epidemics.
4. Explain why there is jurisdictional conflict that affects health care services to First Nations.
5. Explain why tuberculosis became a leading cause of illness during reserve era.
6. Provide 2 reasons why tuberculosis remained an ongoing factor in the deaths of First
Nations during reserve era and residential school era.
7. Discuss the nature of health disparities in the contemporary period (including our
placements in international standards of well-being).
8. Discuss the appropriateness of the “population health” approach to addressing issues of
health and well being.
Page 18 of 19
INDG 107.3 – Introduction to Native Studies
9. Discuss the appropriateness of the “social determinates of health” approach to
understanding issues of health and well being.
10. Briefly explain the role of kinship structures, elders and warrior societies in the maintenance
of justice in Aboriginal communities.
11. Name at least 3 types of action or government policies which worked to subvert the
operations of Aboriginal justice practices (cultural practices in general).
12. Recall incarceration rates for Saskatchewan Aboriginal population.
13. Explain the most significant area of difference between Aboriginal and mainstream system
of justice.
14. Explain the general difference between “indigenizing” the justice system and reforming it.
15. List at least 3 types of restorative justice practices.
16. Discuss the general format and benefits of ‘sentencing circles.’
17. Explain what is meant by “justice is healing” and “healing is justice” (from the perspective of
revitalization).
Module 12 Urbanization and Revitalization
1. Recall current urbanization percentages.
2. Discuss the basis of urbanization trends and rates (what factors have contributed to
growing urbanization percentages?).
3. Defend the idea that urban settlement patterns cannot be seen as ‘ghettos.”
4. Identify and discuss the factors which contribute to a “conceptual divide” between rural and
urban identity (idea of “Aboriginal space vs. non-Aboriginal space”).
5. List and discuss the 5 major factors that are seen as challenges to development of positive
urban Aboriginal identity.
6. Discuss the ways that Aboriginal peoples are fostering a positive urban identity.
7. Identify three challenges to urban self-government.
8. Describe two areas of ‘resistance’ to urban reserves.
9. Explain the concept of and the reasons for “cultural revitalization.”
10. Explain (and provide at least one example to support) the concept of “hermeneutics.”
Acknowledgements
Course Author(s):
Sherri Swidrovich, M.A. – Sessional Lecturer, Dept. of Native Studies, University of Saskatchewan
Rob Innes, Ph.D. – Assistant Professor, Department of Native Studies, University of Saskatchewan
Instructional Design and Course Development:
Jordan Epp, BFA, M.Ed., Instructional Designer, Centre for Continuing & Distance Education,
University of Saskatchewan
Page 19 of 19